“It’s a ‘Welcome Back, We Missed You!’ Wednesday!” September 19, 2012 Mr. Houghteling

“If you are a man ages 18 through 25 and living in the U.S., then you must register with Selective Service. It’s the law. According to law, a man must register with Selective Service within 30 days of his 18th birthday. Selective Service will accept late registrations but not after a man has reached age 26. You may be denied benefits or a job if you have not registered.” --Selective Service System Name Date AP Literature / Period 2 Bellringer 1.3

Respond to the previous slide regarding males required by law to sign up for Selective Service (the military draft). First, discuss your personal feelings about this law. Secondly, briefly discuss what Rupert Brooke (poet of “The Soldier”) might feel about requiring males to register for possible military service. Name Date AP Literature / Period 2 Bellringer 1.3

“It’s a ‘Welcome Back, We Missed You!’ Wednesday!” September 19, 2012 Mr. Houghteling

1. Bellringer 2. TP-CASTT: a tool for unlocking poetry. 3. Applying TP-CASTT to “Dulce et Decorum Est.”

As we discuss the reading and interpretation of the poem, MAKE NOTES on your text or in your notebook. Using the THINK/PAIR/SHARE strategy, work with a partner to complete the remaining portions of your TP-CASTT handout. Remember: your PARAPHRASE section should be completed on the text of the poem itself.

Title Paraphrase Connotation Attitude Shifts Title Theme

 Before you even think about reading the poetry or trying to analyze it, speculate on what you think the poem might be about based upon the title.  Jot down any initial ideas that you have based on this and this alone.

 Before you begin thinking about meaning or trying to analyze the poem, don ’ t overlook the literal meaning of the poem.  When you paraphrase a poem, write in your own words exactly what happens in the poem  Use the punctuation to guide you.

 For TP-CASTT, this terms refers to any and all poetic devices, focusing on how such devices contribute to the meaning, the effect, or both of a poem.  Look for figurative language, imagery, diction, point of view, and sound devices.

 Having examined the poem ’ s devices and clues closely, you are now ready to explore the multiple attitudes that may be present in the poem.  What is the speaker ’ s attitude towards the subject?  (At a later date, we will look more specifically at tone.)

 Watch for the following keys to shifts: key words (but, yet, however, although), punctuation (dashes, periods, colons, ellipses), stanza devisions, changes in line or stanza length or both, irony, changes in sound that may indicate changes in meaning, changes in diction.

 Now look at the title again, but this time on an interpretive level. What new insight does the title provide in understanding the poem?

 What is the poem saying about the human experience, motivation, or condition? What subject or subjects does the poem address? What do you learn about those subjects? What idea does the poet want you to take away with you concerning these subjects? Remember that the theme of any work of literature is stated in a complete sentence.

 Complete the entire handout for the TP-CASTT of “Dulce et Decorum Est.”

 Pick one of the following images from “The Soldier” and describe why that image is particularly effective: -- “In that rich dust a richer dust concealed” (4) -- “A body…Washed by the rivers…” (7-8) -- “this heart…a pulse in the eternal mind…” (9-10) Name Date AP Literature / Period Exit Slip 1.4